Family assistant opportunities in the area of supporting family with a child with autism spectrum (ASD)

2020 ◽  
Vol 35 (5) ◽  
pp. 155-174
Author(s):  
Anna Banasiak ◽  
Agata Niezabitowska

The family assistant’s tasks include providing emotional and instrumental support and empowering the family in its subjectivity. As raising a child with ASD poses many specific challenges (e.g. the lack of a comprehensive system of support), the assistant should be able to guide the family to the right institutions. The aim of this article is to indicate the need for family assistants to know the specificity of autism spectrum disorder. In addition, based on the ‘For Life’ Act, the available benefits and services for pregnant women, children with ASD and their families are described, and a list of support facilities is provided.

Author(s):  
Mizuho Takayanagi ◽  
Yoko Kawasaki ◽  
Mieko Shinomiya ◽  
Hoshino Hiroshi ◽  
Satoshi Okada ◽  
...  

AbstractThis study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.


Author(s):  
Stefanos Plexousakis ◽  
Maria Georgiadi ◽  
Constantinos Halkiopoulos ◽  
Evgenia Gkintoni ◽  
Elias Kourkoutas ◽  
...  

Autism spectrum disorder (ASD) involves difficulties in communication, relationships, and social interactions. Social deficits, in conjunction with sensory issues, can provoke several difficulties regarding the capacity of a child to be engaged in a relationship. The present study is a case report that outlines the implementation of a sex educational program, aiming at increasing participant awareness and the ability to improve/establish relationships. Findings also revealed the need for early intervention on issues regarding sex education and the involvement of the family of children with ASD.


Author(s):  
Grace Anne Thompson

Preschool aged children with disabilities including Autism Spectrum Disorder (ASD) typically receive early childhood intervention services that adopt a family-centred approach to supporting child and family outcomes. Family-centred approaches aim to build the capacity of parents to support their child’s development immediately and into the future, and therefore offer parents a variety of resources. One indication of whether these resources have been relevant and useful to the family is to consider how well they have been incorporated into everyday life. This study surveyed 11 families of children with ASD aged 3- 6 years who were receiving music therapy as part of a broader study, and asked them to keep a journal of their use of the music experiences modelled within the sessions during their typical week. It is the first study to ask parents of children with ASD to quantify the time spent in music experiences. Results showed that families can and do use music to engage with their child with ASD, with a total median time of 2.8 hours per week recorded. The total average time comprised four categories of music experiences, including singing, singing and playing instruments, improvising with instruments, and listening to music. Of these, singing and listening to music were the most popular (37% each of the total time) and were best maintained at follow up. These results provide preliminary support demonstrating that music therapy could be a successful way to support capacity building in families by encouraging them to embed therapeutic music experiences into their daily life. Further and more detailed research is needed to investigate this central tenet of family-centred practice, particularly in regards to how families’ use of music experiences change over time.


2019 ◽  
Vol 6 (1) ◽  
pp. 014-018
Author(s):  
Suprajitno Suprajitno ◽  
Frizcha Illah Arisky

Children with autism spectrum disorder (ASD) have difficulty of activity and readability so that dependently to a parent or others. The study purpose to describe the family role in fulfilling of the Activities of Daily Living (ADLs) for children with ASD who gets service at Autism Center of Blitar City (Bahasa: Pusat Layanan Autis Kota Blitar). The study used descriptive-survey as a design to determine family roles among ASD children, the researcher purposively selected 34 families to be part of the study. Questionnaires were developed inspired by the theory of basic human needs and self-care and underwent validity and reliability tests. This study result showed that the family role in fulfilling the ADLs for children with ASD in the good category as many as 67.6% (23 families), in enough category as many as 29.4% (10 families), and in less category as many as 3.0% (1 family). Fulfillment of ADLs for children with ASD who need attention is the fulfillment of nutrition because parents must ensure that food that has entered into the mouth should be swallowed. Results also found out that inadequate nutrition affects child’s with ASD growth and development. The study strongly recommends the roles of parents as vital in meeting the needs of the children  and stimulates development.


2021 ◽  
pp. 106648072110272
Author(s):  
Nailul Fauziah ◽  
Nurul Hartini ◽  
Wiwin Hendriani ◽  
Dewi Retno Suminar ◽  
Duta Nurdibyanandaru

Purpose: To investigate the dynamics of family harmony involving children with autism spectrum disorder (ASD). Methodology: Research was conducted using an instrumental case study on 20 participants (10 couples). Data were analyzed in two stages: quantitative content analysis and qualitative thematic analysis. Result: Results indicate the strengthening dynamics of family harmony involving children with ASD. Specifically, parents increasingly develop closeness as they focus on parenting. The commitment between husband and wife is also strengthened as they develop supportive communication patterns and search for various solutions to overcome conflicts and crises in the family. In dealing with conflicts, for example, the role of each family member is clearly delineated, and discussion among family members is encouraged. Other factors that affect family harmony include family acceptance of child’s condition, extended moral and material support by the family, the process and progress of child care, length of marriage, length of care for children, family income, and level of education of parents. Differences exist between the determinants of family harmony in families with children with ASD and those of a general family. Applications/Originality/Value: The condition of children with ASD might strengthen family harmony. Family harmony is an important concept, but the research on the dynamics of family harmony involving children with ASD is limited.


2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.


2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>


Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.


2021 ◽  
Vol 11 (6) ◽  
pp. 488
Author(s):  
Daniel A Rossignol ◽  
Richard E Frye

Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting approximately 2% of children in the United States. Growing evidence suggests that immune dysregulation is associated with ASD. One immunomodulatory treatment that has been studied in ASD is intravenous immunoglobulins (IVIG). This systematic review and meta-analysis examined the studies which assessed immunoglobulin G (IgG) concentrations and the therapeutic use of IVIG for individuals with ASD. Twelve studies that examined IgG levels suggested abnormalities in total IgG and IgG 4 subclass concentrations, with concentrations in these IgGs related to aberrant behavior and social impairments, respectively. Meta-analysis supported possible subsets of children with ASD with low total IgG and elevated IgG 4 subclass but also found significant variability among studies. A total of 27 publications reported treating individuals with ASD using IVIG, including four prospective, controlled studies (one was a double-blind, placebo-controlled study); six prospective, uncontrolled studies; 2 retrospective, controlled studies; and 15 retrospective, uncontrolled studies. In some studies, clinical improvements were observed in communication, irritability, hyperactivity, cognition, attention, social interaction, eye contact, echolalia, speech, response to commands, drowsiness, decreased activity and in some cases, the complete resolution of ASD symptoms. Several studies reported some loss of these improvements when IVIG was stopped. Meta-analysis combining the aberrant behavior checklist outcome from two studies demonstrated that IVIG treatment was significantly associated with improvements in total aberrant behavior and irritability (with large effect sizes), and hyperactivity and social withdrawal (with medium effect sizes). Several studies reported improvements in pro-inflammatory cytokines (including TNF-alpha). Six studies reported improvements in seizures with IVIG (including patients with refractory seizures), with one study reporting a worsening of seizures when IVIG was stopped. Other studies demonstrated improvements in recurrent infections, appetite, weight gain, neuropathy, dysautonomia, and gastrointestinal symptoms. Adverse events were generally limited but included headaches, vomiting, worsening behaviors, anxiety, fever, nausea, fatigue, and rash. Many studies were limited by the lack of standardized objective outcome measures. IVIG is a promising and potentially effective treatment for symptoms in individuals with ASD; further research is needed to provide solid evidence of efficacy and determine the subset of children with ASD who may best respond to this treatment as well as to investigate biomarkers which might help identify responsive candidates.


2021 ◽  
pp. 105381512199557
Author(s):  
Jay Buzhardt ◽  
Anna Wallisch ◽  
Dwight Irvin ◽  
Brian Boyd ◽  
Brenda Salley ◽  
...  

One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.


Sign in / Sign up

Export Citation Format

Share Document